Inventor/ProponentPrahbu.
Country of originIndia.
TASK Activity that needs to have a specific
outcome or a result.
Theory of Language
-“Language is primarily a means of making meaning”.
Theory of Learning -> Communicative Approach.
“Tasks provide both input and output processing necessary for language
acquisition”.
Role of T:
-Facilitator and chairperson
-Sets up the tasks and helps Ss to complete them.
-Supervises the reporting of the task.
-Provides vocabulary needed
-Gives suggestions on revising and rewriting & presenting material
-Gives feedback on presentation and written material.
Role of Ss - Active participants - Has to work with others and be collaborative - Needs -> guessing meaning from context, rephrasing & negotiating meaning.
Use of L1 - Can be used to clarify instructions- Should be used less as the class
progresses
Materials - Resources books - Newspaper - Magazine - Radio programs - CDs- TV - Internet- Board- Worksheets
Task Based Instruction
Techniques -> Types of Tasks
LISTING: Processes - Brainstorming, fact-finding.
ORDERING AND SORTING:
Processes - Sequencing, ranking, categorizing, classifying.
COMPARING:Processes - Matching, finding similarities, finding differences.
PROBLEM SOLVING:Processes - Analysing real or hypothetical situations, reasoning, and decision making.
SHARING PERSONAL EXPERIENCES:
Processes - Narrating, describing, exploring and explaining attitudes, opinions, reactions.
CREATIVE TASKS:
Processes - Brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others (Willis 1996).
Task cycle
Pre-task
Introduction to topic and task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare.
Task Cycle
Task: Students do the task, in pairs or small groups. Teacher monitors.
Planning: Students prepare to report to the whole class( orally or in writing) how they did the task, what they decided or discovered.
Report: Some groups present their reports to the class, or exchange written reports and compare results. (Ss receive feedback on their level of success on completing the task).
Language Focus
Analysis: Students examine and discuss specific features of the text or transcript of the recording.
Practice: Teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis (Willis 1996: 38).
• Modes of Interaction
T-Ss (Whole group) When T is giving instructions
Ss-Ss : When T is around and Ss are completing the tasks
Ss-T : check tasks’
results
Areas of Language Communication, meaning & fluency.
Evaluation Ss can be evaluated in written form or presentations.
How Ss’ errors are corrected
Ss are corrected discreetly. T want Ss to use the TL.
Ss’s feelings Ss should feel comfortable during class.
Advantages
• TBL is applicable and suitable for Ss of all ages and backgrounds.
• Ss will have a much more varied exposure to language with TBL.
• Ss are free to use whatever vocabulary and grammar they know, rather than just the TL of the lesson.
• Allows meaningful communication.
• Ss will be exposed to a whole range of lexical phrases, collocations and patterns as well as L forms.
• Encourages Ss to be more ambitious in the L they use.
Disadvantages
TBL requires a high level of creativity and initiative on the part of the T.
TBL requires resources beyond the textbooks and related materials usually found in language classrooms.
T-B instruction is not teacher-centered and it requires individual and group responsibility and commitment on the part of Ss.
There is a risk for learners to achieve fluency at the expense of accuracy.
Reference
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. (Second Edition). Oxford University Press.
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